2. What then are the roles of
technology for teaching and
learning?
Together with the teacher,
technology can support the
teacher to teach another
person or technology when
programmed by the teacher
can be a tutor on its own.
Technology as Tutor
While the teacher utilizes
technology as the tool for
teaching, likewise it is an
effective tool for learning. As a
learning tool, it makes learning
easy and effective.
Technology as a
learning tool
Like a tutor, technology is a
teaching tool, but can never
replace a teacher.
Technology as a
teaching tool
4. Technology adds to the
competence of
teachers and
inculcates scientific
outlook.
Unfair Advantage
Technology opens new
fields in educational
researchers.
Technology supports
teacher professional
development.
5. B. For Learners and
Learning
1.) Support learners to learn how
to learn on their own.
8. There are 3 basic communication patterns,
Shirley (2003) in Egbert ( 2009)
A. Point to point two-way or one-to-one like Internet chat,
phone conversation or even face-to-face conversation.
B. One-to-many outbound like a lecture, or television. There is no
social interaction.
C. Many-to-many like group discussion, buzz session, heads
together. This kind of interaction provides opportunities for
social interaction
9. Social interaction
occurs in two ways where the participants ask for clarification,
argue, challenge each other and work towards common
understanding. Social interaction through communication
occurs through technology (directly between two persons via
email, a cell phone or other communication technology). It can
also occur around technology like students discussing about a
problem posed by a software program or with support of
technology like teachers and students interacting about the
worksheet printed from a website. In all the three modalities,
communication occurs and technology is involved.
.
11. Critical thinking
- is part of the cluster of higher order thinking skills. It
refers to the ability to interpret, explain, analyze,
evaluate, infer and self- regulate in order to make good
decisions. With the use of technology, one will be able to
evaluate the credibility of the source, ask appropriate
questions, become open-minded, defend a position on
an issue and draw conclusion with caution. All of these
competencies are covered by Bloom's Taxonomy of
Analysis, Synthesis and Evaluation.
.
12. Some ways that teachers can
do to develop critical
thinking :
Ask the right
questions.
A.
Use critical
thinking tasks
with appropriate
level of
challenge.
B.
13. Vary the questions asked.
Introduced new technologies.
Modify the learners’ grouping.
Modify the critical thinking ask
Encourage curiosity.
Teachers
should do!
14. Creativity
- is characterized as involving the ability to think
flexibly. fluently, originally, and elaborately (Guildford,
1986 & Torrance, 1974 in Egbert, 2009). Flexibly means
able to use many points of view while fluently means
able to generate many ideas. Originally implies being
able to generate new ideas and elaborately means able to
add details. Creativity is 'not merely a set of technical
skills, but it also involves feelings, beliefs, knowledge and
motivation.
15. Seven Creative Strategies (Osborn, 1963)
1. Substitute - Find something else to replace to do
what it does.
2. Combine - Blend two things that do not usually go
together.
3. Adapt - Look for other ways this can be used.
4. Modify/Magnify/ Minify - Make a change, enlarge,
decrease.
5. Put to another use - Find other uses.
16. Seven Creative Strategies (Osborn, 1963)
6. Eliminate - Reduce, remove.
7. Reverse - Turn upside-down, inside out, front-side
back.
All together, the strategies will be labelled as SCAMPER.
17. Provide an enriched environment.
Teach creative thinking
strategies.
Allow learners to show what
they can do.
Use Creativity with technology
Teacher should
do to support
their student
creativity!
18. Suggestions to develop and enhance critical
thinking, problem solving and creativity.
1. Encourage students to find and use information
from variety of sources both on-line and off-line.
2. Assist students to compare information from
different sources.
3. Allow student to reflect through different
delivery modes like writing, speaking, or
drawing.
19. Suggestions to develop and enhance critical
thinking, problem solving and creativity.
4. Use real experiences and material to draw
tentative decisions.
5. Involve students in creating and questioning
assessment.
20. There are several critical
thinking tools and
technology software that
can support critical
thinking skills. Some of
these you will encounter
in the succeeding
modules:
Encourage digital
production projects.
Popularizes e-learning
modalities
Enhances Global
awareness and
citizenship.
22. Definition of ICT Policy
-The Oxford English Dictionary has defined
“policy” as a course of action, adopted and
pursued by a government, party, ruler,
statesman. It is any course of action adopted
as expedient or advantageous. Its operational
definition of policy is a plan of action to guide
decisions and outcomes.
.
23. The New ICT Technologies:
Includes the use of
computers, which has
become indispensable in
modern societies to process
data and save time and
effort.
Information Technology
The best known of networking
technologies is internet, but has
extended to mobile phone
technology, Voice Over Internet
Protocol (VOIP) satellite
communications and other forms of
communications are still in their
infancy.
Networking
Technologies
include telephones (with fax)
and the broadcasting of radio
and television often through
satellites. Telephone system,
radio and TV broadcasting are
needed in this category.
Telecommunication
Technologies
24. The DICT Roadmap
- In our country, the Department of
Information and Communication Technology
(DICT) has formulated a roadmap to guide all
agencies in the utilization regulation and
enhancement of ICT. Each project has
corresponding policy statements and
guidelines.
.
25. The ICT for Education (ICT4E)
is a program under the DICT that supports all the
efforts of the education sector in incorporating the
use of ICT as well as in determining and gaining
access to the infrastructure (hardware, software,
telecommunications facilities and others) which
are necessary to use and deploy learning
technologies at all levels of education. Among the
policy recommended programs that have
applications to education teaching-learning are:
.
26. 1. ICT in education Masterplan for all levels,
including a National Roadmap for faculty
Development in ICT in Education. A National
Framework Plan for ICTs in Basic Education was
developed.
2. Content and application development through
the Open Content in Education Initiative (OCEI)
which converts DepEd materials into interactive
multi-media content, develop applications used in
schools, and conduct students and teachers’
competitions to promote the development of
education-related web content.
.
27. 3. PhedNET is a “walled” garden that hosts
educational learning and teaching materials and
applications for use by the Filipino students, their
parents and teachers. All public high schools will be
part of this network with only DepEd-approved
multi-media applications, materials and mirrored
internet sites accessible from school’s PCs.
4. Established Community eLearning Centers
called eskwela for out-of-school youth (OSY)
providing them with ICT-enhanced alternative
education opportunities.
.
28. 5. eQuality Program for Tertiary education through
partnerships with state universities and colleges (SUCs)
to improve quality of IT education and the use of ICT in
education in the country, particularly outside of Metro
Manila.
6. Digital Media Arts Program which builds digital media
skills for government using Open Source technologies.
Particular beneficiary agencies include the Philippine
Information Agency and the other government media
organizations, the Cultural Center of the Philippines,
National Commission for Culture and Arts and other
government art agencies, State Universities and Colleges
and other local government units.
1.
.
29. 7. ICT skills strategic plan which develops
an inter-agency approach to identifying
strategic and policy and program
recommendations to address ICT skills
demand-supply type.
1.
.
31. Global Issues
Access and Civil Liberties
– are two sets of issues which are crucial to
the modern society.
Access to the Use of Internet and ICT
– the possibility for everyone to use the
internet and other media.
.
32. Issue No.1: Freedom of
Expressions and Censorship.
Under international human rights all
people are guaranteed the rights for
free expressions.
33. However there are practices that
violate these provisions in the use of
internet.
1. Individual rights are given up in order to
have access to electronic networks.
2. Censorship restricts the transmission of
information by blocking or filtering the
information.
.
34. Issue No. 2: Privacy and
Security
Privacy policies are an issue.
Most commercial sites have a
privacy policy.
35. There are several types of privacy as
shown by the following examples
1.Privacy means “personal privacy” the right of
individuals to have their home, private life or
personal life interfered with.
2. Privacy of communication refers to the
protection from interference with
communication over the phone or internet.
1.
.
36. 3. Information privacy is related to
the use of computers and
communications system which are
able to hold and process information
about large numbers of people at a
high speed.1.
.
37. Issue no 3.: Surveillance and
Data Retention
The use of electronic communications
has enhanced the development of
indirect surveillance.
38. Indirect surveillance – there is no direct contact
between the agent ang the subject of surveillance
but the evidence of activities can be traced.
Dataveillance – the new and powerful form of
direct surveillance.
-is the use of personal information to monitor
a person’s activities.
Data retention – Is y=the storage and use of
information from communication system1.
.
39. Issue no 4: E-pollutants from
E-waste
The accumulated e-waste is due to rapid
turnover of equipment of software. The
quantities of e-waste are increasing in both
developed and developing countries
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